Overview of Fourth Grade Music:
We continue to develop our audiation skills. In fourth grade, we begin to transition into inference learning. The teacher guides students in the learning by providing the challenge, but ultimately the student must teach himself how and what to learn. This is done when the student compares what he knows (familiar) against the unknown (unfamiliar) and makes choices about the music. This is best facilitated in improvisation, creativity, and composition activities in the classroom. In fourth grade, we spend a lot of time improvising, creating variations of familiar songs and composing new songs.
In fourth grade, students have command of their singing voices. We focus on extending the child’s singing range, controlling the voice (dynamics) and singing with expression.
In fourth grade, students understand how to audiate and identify meter. We now begin to compare meters (partial synthesis) and play with meters. We change duple meter songs into triple meter songs and vice versa. We also begin to read and write rhythm notation (symbolic association).
Students also understand how to audiate and identify tonality. We being to play with tonality in a variety of ways too. We change songs from major tonality to minor tonality and vice versa. We begin to look at tonal patterns in notation. Lastly, we take all of this information we’ve learned about tonality, meter, and melody and compose our first piece of music in small groups.
We continue to develop our music reading skills through learning an instrument. Recorder study is part of Cumberland's music curriculum in fourth grade. Students learn the responsibility of taking care of and learning to play an instrument. Students also learn the connection between reading notation and playing an instrument. As a learning incentive, we use our own version of Recorder Karate. As students master skills and songs, they earn a “recorder belt” to show their degree of mastery.
Fourth Grade Curriculum Guide:
We continue to develop our audiation skills. In fourth grade, we begin to transition into inference learning. The teacher guides students in the learning by providing the challenge, but ultimately the student must teach himself how and what to learn. This is done when the student compares what he knows (familiar) against the unknown (unfamiliar) and makes choices about the music. This is best facilitated in improvisation, creativity, and composition activities in the classroom. In fourth grade, we spend a lot of time improvising, creating variations of familiar songs and composing new songs.
In fourth grade, students have command of their singing voices. We focus on extending the child’s singing range, controlling the voice (dynamics) and singing with expression.
In fourth grade, students understand how to audiate and identify meter. We now begin to compare meters (partial synthesis) and play with meters. We change duple meter songs into triple meter songs and vice versa. We also begin to read and write rhythm notation (symbolic association).
Students also understand how to audiate and identify tonality. We being to play with tonality in a variety of ways too. We change songs from major tonality to minor tonality and vice versa. We begin to look at tonal patterns in notation. Lastly, we take all of this information we’ve learned about tonality, meter, and melody and compose our first piece of music in small groups.
We continue to develop our music reading skills through learning an instrument. Recorder study is part of Cumberland's music curriculum in fourth grade. Students learn the responsibility of taking care of and learning to play an instrument. Students also learn the connection between reading notation and playing an instrument. As a learning incentive, we use our own version of Recorder Karate. As students master skills and songs, they earn a “recorder belt” to show their degree of mastery.
Fourth Grade Curriculum Guide:
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